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Kamis, 09 Agustus 2012

PRINSIP EKUITAS

The Equity Principle

Excellence
in mathematics education requires equity—high expectations and strong support
for all students.

All students, regardless of their
personal characteristics, backgrounds, or physical challenges, must have
opportunities to study--and support to learn--mathematics. This does not mean
that every student should be treated the same. But all students need access
each year they are in school to a coherent, challenging mathematics curriculum
that is taught by competent and well-supported mathematics teachers.

Too many
students--especially students who are poor, not native speakers of English,
disabled, female, or members of minority groups--are victims of low
expectations in mathematics. For example, tracking has consistently consigned
disadvantaged groups of students to mathematics classes that concentrate on
remediation or do not offer significant mathematical substance. The Equity
Principle demands that high expectations for mathematics learning be
communicated in words and deeds to all students.

Some
students may need more than an ambitious curriculum and excellent teaching to
meet high expectations. Students who are having difficulty may benefit from
such resources as after-school programs, peer mentoring, or cross-age tutoring.
Students with special learning needs in mathematics should be supported by both
their classroom teachers and special education staff.

Likewise,
students with special interests or exceptional talent in mathematics may need
enrichment programs or additional resources to keep them challenged and
engaged. The talent and interest of these students must be nurtured so that
they have the opportunity and guidance to excel in mathematics.

Well-documented
examples demonstrate that all children can learn mathematics when they have
access to high-quality mathematics instruction. Such instruction needs to
become the norm rather than the exception.